EDTECH 597: EDUCATIONAL GAMING & SIMULATIONS
Boise State University
Spring 2007

Lisa Dawley, Ph.D. &
Jared Sheffield, M.S.

Conceptual Framework: Dept. of Educational Technology
The Department of Educational Technology supports the study and practice of facilitating and improving learning of a diverse population by creating, using, and managing appropriate technological processes and resources. Believing technology is a tool that enhances and expands the educational environment, we promote the use of current and emergent technologies for teaching and learning in a dynamic global society. Educational technologists are leaders and innovators, serving in institutions of higher education, public or private school settings, federal, state or local educational agencies, and in education-related businesses in the private sector.

Course Description
This course uses a hands-on approach to explore the theories of educational gaming, and the practical aspects of evaluating and implementing games, simulations, and virtual environments for teaching and learning. We will examine how educators can leverage students’ interests in digital culture to extend their learning and keep them engaged. Participants will explore the foundational, social and cultural implications of these new media. Gaming is required.

Course Texts & Materials
Order through BSU bookstore or online vendor, such as Amazon.com. Ensure quick shipping as you will need texts for Week 2 of class.

Aldrich, C. (2005). Learning by doing: A comprehensive guide to simulations, computer games, and pedagogy in e-learning and other educational experiences. Pfeiffer: San Francisco

Gibson, D., Aldrich, C. & Prensky, M. (2007). Games and simulations in online learning: Research and development frameworks. Information Science Publishing: Hershey, PA.
Second Life Newsletter http://secondlife.com/newsletter
Please be aware that many of the course activities (including tutorials, class discussions, simulations, guest speakers, game design and more!) will occur in Second Life, a virtual world. A basic account in Second Life is free. http://www.secondlife.com Be forewarned that there is Mature and adult content in Second Life. This version is not for children, although there is also a separate "Teen Second Life" that educators can get permission to join. This mature content can be avoided at most times by not going to places on the map with an "M," and instead staying in PG areas. Class activities will be restricted to PG environments, although your avatar can freely travel the world, if desired.

Course Goals/Objectives
Participants will:

Demonstrate an awareness of current trends and research in educational gaming.
Analyze various social issues and factors associated with educational games and simulations.
Identify and evaluate games and simulations appropriate to various teaching and learning contexts.
Identify features of virtual worlds appropriate for teaching and learning.
Design educational gaming activities and/or applications that successfully engage learners and are appropriate to their discipline.
Support the professional development of other educators in the area of educational games and simulations.
Create a virtual world resource to support educational technologists, emphasizing educational gaming and simulations.

Assigments & Grades
Grades will be based on total number of points earned on the following:

1. Weekly Class Activities, Assignments & Participation - Your online participation is critical to your own learning. Each week, you participate in weekly discussions, group work, activities, or mini-assignments. These activities are designed to enhance your understanding of the weekly topic. I’ve long outgrown my need as an instructor to count your number of posts :) I’m interested in the quality of your critical thinking, your reflections, your ability to find connections between materials, between theory and practice, your ability to contribute new understandings to the course, to assist your peers in their own learning and problem solving. If I feel you aren’t reaching this standard, I will communicate with you. I will indicate minimum requirements. You are always welcome to add more. Grading criteria are provided weekly.

2. Reflective Action – Reflection on learning is critical to developing long-term and deeply instilled learning. Reflective Action is a process for reflecting on learning, and considering and applying your learning to your own teaching context. You have two options for reflection in action during the course: 1) keep a weekly blog for 10 weeks of the course (critieria to be made available in class), or 2) attend live weekly discussion sessions in Second Life. Of course, you are welcome to do both. The reflection action assignment will be introduced in Week 2.

3. Pedagogy/Andragogy Project- By analyzing and applying how games and simulations are used for teaching and learning, you will have the opportunity to create a project to support other educators in the use of games and simulations in the classroom (either live or online). Criteria for the pedagogy/andragogy project will be made available in class.

4. Game Design Project – Each student will have the opportunity to design and create a digital educational game or simulation for a specified audience. Options will be provided for game design, and might include the use of Flash, Second Life, or other game authoring programs. Short classes and tutorials in Linden script (the scripting language for Second Life) will be made available.

4. Final Project – Each student is required to complete a final project demonstrating application and synthesis of the course topics. Projects may vary according to student interest or need, but must 1) support a real-life need, and 2) incorporate the design, use and/or implementation of educational games or simulations. Project guidelines are handed out in class. Rubrics for assessing the project are designed specifically for each project, and are negotiated between the instructor and student.

Assignments	Points
10 Weekly Activities & Participation (25 points each week)	250
Reflective Action Assignment	150
Pedagogy/Andragogy Project	150
Game Design Project	150
Final Project	300
Grand Total Points	1,000

Grading Scale:
A = 900-1000
B = 800-899
C = 700-799
D = 600-699
F = 0-599

Schedule

0= Foundations 0= Pedagogy/Andragogy Project 0= Game Design Project 0= Final Projects

Topics	Start Date	Activities	Gibson et al	Clarke
· Week 1: Introductions to Course & Second Life; Negotiating the Curriculum	Jan 16	Introductions, overview Blackboard
· Week 2: Educational Games Overview	Jan 23	Begin reflective action projects	Ch 1-2	Ch 1-5
· Week 3: Social Analyses of Games	Jan 30		Ch 3-4
· Week 4: Cognition & Gaming	Feb 6		Ch 5-6
· Week 5: Teachers & Students who Game	Feb 13	Begin pedagogy/andragogy projects	Ch 7-9
· Week 6: Uses of Educational Games	Feb 20			Ch 6-15
· Week 7: Gaming in Teacher Ed	Feb 27		Ch 10-11	Ch 18
· Week 8: Assessment & Data Collection in Games	Mar 6		Ch 15-18
· Week 9: Game Design	March 13	Begin design projects	Ch 14	Ch 20-27
· Week 10: Game Design	March 20
Spring Break - No Class	March 27
· Week 11: Augmented Reality & Project Planning	April 3	Submit proposals for final projects	Ch 12-13
· Week 12: Projects	April 10	Begin final projects
· Week 13: Projects	April 17
· Week 14: Projects	April 24
· Week 15: Final Projects	May 1	Final projects due Thursday, May 3

Course Expectations
Course work in EDTECH 597 is divided into 15 weeks of the semester. The types of assignments and the level of interactivity vary from week-to-week. This is not a self-paced course, and projects involving collaboration with peers are required. I will always try my best to give clear directions on what, where, when, and how in the weekly assignment folder.

Communication with the instructor and/or students in the class can be readily accomplished through the email, phone, or in Second Life. I usually return email and phone calls within 24 hours, and I’m happy to schedule a time with you to discuss your questions and work. A Student Lounge Area is provided in the Discussion Board. This provides an opportunity for you to visit with other class members about any topic of interest. I encourage you to use this area to visit with other class members (much as you would in the hallway before an on-campus class).

There is also a FAQ area on the Discussion Board and I will post questions for students that I think may help the whole class. Please don’t hesitate to ask questions – online environments vary greatly, as well as students' experiences with them.

Instructions for where and when to submit assignments will be given in each Weekly Agenda in the Assignments folder. All assignments are due on a weekly basis by Midnight MST each Tuesday at the latest unless indicated otherwise.

Academic Honesty
It is expected that students in this class will create original works for each assignment. We will follow the BSU Student Code of Conduct and also observe U.S. copyright laws in this course. In addition to this please adhere to the following guidelines:

Please do original work for each project. Projects that were created for other classes may not be submitted for credit in EDTECH 597. Each project may only be submitted for credit one time by the person who created it. The BSU Student Code of Conduct states: "Academic dishonesty also includes submitting substantial portions of the same academic course work to more than one course for credit without prior permission of the instructor(s)."
All project text should be original text written by the student who is creating the project. The exception to this is the use of small amounts of quoted material that is properly cited. Copying and pasting from other Web sites or projects (including the instructor's examples) is not allowed.
Images and sound clips used in projects should be original, or used with permission of the owner, or come from the public domain. Please check terms of use on sites containing these items.
Please cite the source for materials that are obtained for your projects unless they are created by you. If permission is granted for use of copyrighted materials please post a statement explaining that near those materials.

In the event of academic dishonesty a complaint is filed with the BSU Student Conduct Office with supporting documentation. This complaint remains on file and actions may be taken against the student (e.g., loss or credit, reduction in grade, etc.).

More information about copyright: Several great links to copyright information are available on the BSU Academic Technologies site at: http://itc.boisestate.edu/resource.htm

Late Work
Please be advised that the following late work policy will be enforced in this class:

Only one assignment may be submitted late. This one late assignment can be no more than one week late or it receives zero points. All other late work receives a zero.
Due dates falling within the last week of class are final and those assignments may not be submitted late.
All assignment due dates fall on Tuesdays. Assignments must be submitted by midnight Mountain time on scheduled due dates. For time zone information please visit the World Clock Web site: http://www.timeanddate.com/worldclock/

It is a good idea to schedule specific times to work on your assignments each week and keep the appointment with yourself. Plan to spend 8 - 12 hours per week on this class. The amount of time actually needed will depend on entry level skills. It is in your best interest to start early on each assignment to give yourself time to fix technical problems or get help before the due date passes.

Advanced Copies of Assignments
Please understand that I am continually adding new materials and multimedia to my course assignments. Although I applaud students who wish to work ahead it is not feasible for me to prepare advanced copies of assignments. Full assignment details will only become available at the beginning of each new assignment week (Tuesdays). An outline of topics and reading assignments is available in the course schedule. The reading assignments are all listed so they may be completed in advance if desired.